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Preparing to Teach Before
and After the 2020 Presidential Election

The 2020 US presidential election has deepened old divides and opened new ones. The growing tensions have been further exacerbated by the heightened racial, economic, and health inequities. Our students care about these issues and will be impacted by the results of this election regardless of which candidate they support.

This newsletter issue focuses on helping you learn more about how to facilitate difficult conversations with students around the election. We invite you to read our blog post with strategies that you, your colleagues, or your program can employ to prepare and engage students before, during, and after the election, as well as explore the related resources we have collected below. And as always, you’ll also find information on our upcoming events and programs and the latest CTE team news, including a call for nominations.


These resources will help you facilitate conversations, support students, and focus on self-care during difficult times. If you have questions or want to continue the conversation, sign up for a confidential consultation to meet with a CTE faculty member one on one.


Power and Microaggressions in the Classroom
Friday, December 4 | 1 to 2:30 PM ET


This workshop aims to help you develop and refine the skills needed to carefully respond to insensitive comments and incidents of bias and racism in the moment they occur. You will work together to identify and anticipate critical moments, learn from role models, and use a framework for developing your own impromptu responses.

Facilitated by Rose Buckelew, Assistant Professor, General Faculty (Sociology), and Cortney McEniry, UVA Acts Artistic Director and Program Manager
SoTL Scholars
Applications are due Sunday, November 1 for our Scholarship of Teaching and Learning (SoTL) Scholars program. Participants will develop a research question related to their course that can be answered using secondary data (e.g., institutional data or previously collected course information). Beginning in December, the program consists of seven, two-hour workshops and ends with a writing retreat.
All full-time faculty can participate. Prior completion of our Course Design Institute or c3Design is required. Email with questions.
Register by Sunday, November 22 to join a synchronous c3Design session December 7-18 or January 4-15. Based on our Course Design Institute, the program will help you reimagine your next course—whether it's face to face, hybrid, or online.
Over the two-week session, you will participate in five, 90-minute meetings. There is no cost to participate. Email with questions.
We are continuing to accept applications for our CTE Faculty Fellows program through the end of the calendar year. As a Faculty Fellow, you will share your teaching experiences and expertise with colleagues, expand your own pedagogical knowledge, and contribute to fostering a culture of teaching and inclusive excellence at UVA.

Fellows will receive $5,000 for working 4 hours/week or $10,000 for working 8 hours/week. Applications will be reviewed on a rolling basis. Email Michael Palmer at with questions.
Learn More
UVA Acts

UVA Acts has some exciting updates to share:
  • Explore the new 3x3 video series, which consists of four short monologues about belonging, leadership, and advocacy. The monologues are accompanied by 3 points for reflection, 3 resources for further learning, and 3 ways to take action for change.
  • It's not too late to book a Fall 2020 virtual performance of the Inclusive Teaching Toolkit: First Days and Lectures.
  • Save the date—reservations for Spring 2021 virtual performances open Monday, November 9.
  • The Mentorship Podcast will debut in March 2021. More information coming soon.
Read UVA Acts Newsletter


Call for Nominations: Building Meaningful Mentoring Relationships
The CTE, with support of a grant from the Coalition for Life-Transformative Education, is seeking to identify instructors who are known for building meaningful mentoring relationships with undergraduate students. We are particularly interested in learning about instructors who actively support students in developing their identity, agency, and sense of purpose, both formally and informally.

If this description fits you and you would be willing to participate in a CTE-led focus group, please let us know by filling out this short form. You can also nominate other faculty and graduate students. The goal of this research is to better understand what instructors are doing to build meaningful relationships and identify institutional barriers and ways to better recognize and support this important work.

We invite you to distribute the survey widely and share with colleagues who are known for building supportive mentoring relationships with undergraduate students inside and outside of formal programs.
Submit Nomination
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